Foreign Language -
OUTCOMES/EXIT REQUIREMENTS
California State University, Sacramento


Chinese

German

Japanese

Russian

French

Italian

Latin

Spanish


CHINESE OUTCOMES/EXIT REQUIREMENTS

Listening - Intermediate-High (2.3)

Able to understand main ideas and facts in everyday language, simple directions, and some connected discourse

Shows understanding, of main ideas and facts in simple discourse (e.g., introductions, descriptions of personal interest, simple announcements, telephone messages); able to understand some complex constructions such as ba-disposal, bei-passive, resultatives, etc.; shows awareness of focal changes in sentences (Ta zuotian zoule / Ta shi zuotian zou de), narrative strategies, and use of discourse markers such as sentence connectors; shows emerging awareness of socio-linguistic features of speech, differences in meaning by intonational variation, and cultural nuances

Speaking - Intermediate-High (2.3)

Able to use the language by combining and recombining learned elements; able to initiate and minimally sustain, and close in a simple way basic communicative tasks; able to ask and answer questions

Shows emerging ability to sustain longer stretches of speech and to use connectors in discourse; shows increasing ability to indicate focal points in a description or narration by using syntactic constructions (e.g., shi ... de-focus, ba-disposal, bei-passive, resultatives, etc.); shows emerging awareness of cultural nuances

Reading - Intermediate-Mid (2.2)

Able to understand main ideas and facts from simple connected texts of high-frequency characters

Shows sufficient comprehension of specially prepared discourse for informative purposes; able to understand, with the use of a dictionary, main ideas and facts in authentic material written in the conversational style; able to understand printed or clearly hand-written edited prose such as a simple letter from a friend or a simple message

Writing - Intermediate-Mid (2.2)

Able to meet practical writing needs by communicating simple facts and ideas in a loose collection of sentences in conversational style

Able to write short stories, diary entries, and simple letters to friends; shows increasing ability to write about past events and future plans; able to fill out simple forms on personal data and history.

FRENCH OUTCOMES/EXIT REQUIREMENTS

Listening – Intermediate-High

Able to sustain understanding over longer stretches of connected discourse on a number of topics pertaining to different times and places; however, understanding is inconsistent due to failure to grasp main ideas and/or details. Thus, while topics do not differ significantly from those of an Advanced level listener, comprehension is less in quantity and poorer in quality.

Speaking - Intermediate-High

Able to handle successfully most uncomplicated communicative tasks and social situations. Can initiate, sustain, and close a general conversation with a number of strategies appropriate to a range of circumstances and topics, but errors are evident. Limited vocabulary still necessitates hesitation and may bring, about slightly unexpected circumlocution. There is emerging evidence of connected discourse, particularly for simple narration and/or description. The Intermediate-High speaker can generally be understood even by interlocutors not accustomed to dealing with speakers at this level, but repetition may still be required.

Reading - Intermediate-High

Able to read consistently with full understanding simple connected texts dealing with basic personal and social needs about which the reader has personal interest and/or knowledge. Can get some main ideas and information from texts at the next higher level featuring description and narration. Structural complexity may interfere with comprehension; for example, basic grammatical relations may be misinterpreted and temporal references may rely primarily on lexical items. Has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. While texts do not differ significantly from those at the Advanced level, comprehension is less consistent. May have to read material several times for understanding.

Writing – Intermediate-High

Able to meet most practical writing needs and limited social demands. Can take notes in some detail on familiar topics and respond in writing to personal questions. Can write simple letters, brief synopses and paraphrases, summaries of biographical data, work and school experience. In those languages relying primarily on content words and time expressions to express time, tense, or aspect, some precision is displayed; where tense and/or aspect is expressed through verbal inflection, forms are produced rather consistently, but not always accurately. An ability to describe and narrate I paragraphs is emerging. Rarely uses basic cohesive elements such as pronominal substitutions or synonyms in written discourse. Writing, though faulty, is generally comprehensible to natives used to the writing of non-natives

GERMAN OUTCOMES/EXIT REQUIREMENTS

Competencies expected of students are based upon the guidelines established by the American Council on the Teaching of Foreign Languages and are pinpointed at the Intermediate Level of Competency. Each expectation of competency at the Intermediate Level assumes competency in the given skill at the Novice Level, or first three semesters of German language instruction at CSUS.

Listening

Demonstrates the ability to understand high frequency, learned material; to follow basic oral instructions requiring non-verbal response; and understand short spoken dialogs or related incidents.

Shows increasing understanding of high frequency situations in simple discourse, e.g., introductions, directions, personal interests;. shows growing ability to recognize cultural features of the language, such as the informal/formal dichotomy, politeness factors, and the sequence of daily routine.

Speaking

Demonstrates the ability to create with the target language by combining and recombining learned elements; to initiate, sustain, and close basic communicative tasks; to ask and answer questions.

Shows increasing ability to handle socio-linguistic features of the language, e.g., the formal/informal dichotomy, politeness factors; shows growing ability to respond to general personal questions requiring concrete information and to material presented visually; shows growing ability to respond to content questions on printed materials, from newspaper and magazine advertisements to edited literary and cultural texts.

Reading

Demonstrates the ability to understand main ideas and facts both in connected texts dealing with immediate needs and in edited literary and cultural texts.

Shows increasing ability to comprehend learned material which includes standardized messages, phrases, and expressions; shows emerging ability to derive meaning from high frequency material presented in situational contexts, such as newspaper and magazine articles and advertisements; shows increasing ability to understand main ideas in edited descriptive and narrative literary and cultural texts.

Writing

Demonstrates the ability to meet practical writing needs by communicating simple information in basic conversational style, to fill out forms on personal data and history and to compose a simple guided narrative.

Shows increasing ability to write short messages and simple letters; shows increasing ability to record in writing personal questions and to respond in writing to those questions; shows emerging ability to write an account based on familiar material dealing with everyday routines and familiar events.

ITALIAN OUTCOMES/EXIT REQUIREMENTS

Listening - Intermediate-High

Able to sustain understanding over longer stretches of connected discourse on a number of topics pertaining to different times and places

Student's understanding may be erratic due to failure to grasp all of the main ideas and/or details. The lack of knowledge of key vocabulary words, or the speed of the speaker's speech can be a hindrance to the Intermediate level listener. Thus, while an intermediate listener may be able to listen to, and understand some of the same topics as an Advanced level listener, comprehension is less in quantity and poorer in quality.

Speaking - Intermediate-High

Able to handle successfully most uncomplicated communicative tasks and social situations.

Can initiate, sustain, and close a general conversation with a number of strategies appropriate to a range of circumstances and topics. The students demonstrate understanding of the difference between formal and informal modes of address and grasp the importance of the tu/Lei distinction is part of the associated cultural. Nonetheless, errors are evident. Limited vocabulary still necessitates hesitation and may bring about slightly unexpected circumlocution. There is emerging evidence of connected discourse, particularly for simple narration and/or description. The Intermediate-High speaker can generally be understood even by interlocutors not accustomed to dealing with speakers at this level, but repetition may still be required.

Reading - Intermediate-High

Able to read consistently with full understanding simple connected texts dealing with basic personal and social needs about which the reader has personal interest and/or knowledge.

Can get some main ideas and information from texts at the next higher level featuring description and narration. Structural complexity may interfere with comprehension; for example, basic grammatical relations may be misinterpreted and temporal references may rely primarily on lexical items. At this level, students confuse future and conditional endings, ex: comprero (I will buy) comprerei (I would buy). Has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. May have to read material several times for understanding.

Writing -Intermediate-High

Able to meet most practical writing needs and limited social demands.

Can take notes in some detail on familiar topics and respond in writing to personal questions. Can write simple letters, brief synopses and paraphrases, summaries of biographical data, work and school experience. Tense are produced rather consistently, but not always accurately. For example, students mix up verbs which use essere and those which use avere to construct the past tense. An ability to describe and narrate in paragraphs is emerging. Rarely uses basic cohesive elements such as pronominal substitutions or synonyms in written discourse. Writing, though faulty, is generally comprehensible to natives used to the writing of non-natives

JAPANESE OUTCOMES/EXIT REQUIREMENTS

Listening: - Intermediate-High (2.3)

Able to understand main ideas and facts in everyday conversation; able to follow simple directions; able to comprehend some ideas in simple discourse

Shows increasing understanding of facts and ideas in simple discourse (e.g., introductions, simple announcements, descriptions of familiar topics and personal interest); shows emerging ability to recognize different socio-linguistic features, such as honorifics, in-group/out-group, male/female, and formal/informal differentiation

Speaking - Intermediate-High (2.3)

Able to use the language by combining and recombining learned elements; able to initiate and minimally sustain, and close in a simple way basic communicative tasks; able to ask and answer questions

Shows emerging ability to use appropriate socio-linguistic features of the language such as honorifics, in-group/out- group, male/female, and formal/informal differentiations and to sustain narration and description

Reading - Intermediate-Mid (2.2)

Able to understand main ideas and facts from simple connected texts

Able to glean sufficient information to meet survival needs from such things as simple printed advertisements, signs, simple forms, etc.; shows sufficient comprehension of most ideas in specially prepared or edited prose containing a limited number of kanji compounds (e.g., letters from friends, simple messages); able to recognize 200-400 kanji

Writing - Intermediate-Mid (2.2)

Able to write simple letters and messages, simple statements and descriptions on topics of personal interest; shows increasing use of kanji

Shows ability: to write short letters to friends and acquaintances; to write messages, notes, and descriptions using increasingly wide range of vocabulary and structures with fewer errors; to write descriptions of past events and future plans; and to fill out simple forms.

LATIN OUTCOMES/EXIT REQUIREMENTS

Since Latin is not generally used as a spoken language, Latin teachers emphasize reading and writing, which includes the development of a large passive vocabulary and the reading of culturally significant texts. Listening and speaking are secondary. In the following description "familiar situations" means situations like those described in the textbooks; these are descriptions of Roman life and culture and passages from Roman history. They are not situations of everyday modern life.

Reading - Intermediate-High

Able to read lengthy passages of adapted Latin prose which exhibits most of the more difficult parts of Latin syntax: indirect statement, subjunctive clauses, passive voice. Able to read the simpler Latin historians, including Eutropius and Valerius Maximus, with the use of a dictionary. Knows the primary features of Greco-Roman culture and history from readings in Latin. Possesses a passive vocabulary of about 1000 words.

Writing - Intermediate-Mid

Able to write connected sentences in the past, present, and future tenses about matters discussed and described in the textbook. Able to respond with short answers in Latin (not necessarily complete sentences) to questions about Roman history and Mediterranean geography.

Listening - Intermediate-Low

Able to understand the main facts of a passage spoken in Latin, including past, present, and future tenses. Recognizes and understands reported speech. Can follow simple narratives dealing with familiar subjects.

Speaking - Novice-High

Can respond to simple questions about familiar topics using the present tense. Can describe familiar situations in simple language.

RUSSIAN OUTCOMES/EXIT REQUIREMENTS

Russian Exit Requirement

Listening

Able to understand main ideas and facts in everyday conversations based on learned vocabulary, grammatical structures and idioms; able to follow simple directions given in familiar situations; able to comprehend some ideas in simple discourse

Shows increasing understanding of high frequency lexical and grammatical elements in simple discourse, e.g. introductions, directions, personal interests; shows growing ability to recognize cultural features of the language, such as the informal/formal dichotomy, politeness factors, and the sequence of daily routine. Shows increasing ability to recognize the distinction between the perfective and imperfective aspect. Shows increasing ability to recognize and understand the meaning conveyed by the complex case system of Russian.

Speaking

Demonstrates the ability: to create with the target language by combining and recombining learned elements; to initiate, sustain, and close basic communicative tasks; to ask and answer questions related to everyday situations and to edited literary and cultural texts

Shows increasing ability to handle socio-linguistic features of the language, e.g., the formal/informal dichotomy, politeness factors; shows growing ability to respond to general personal questions requiring concrete information and to material presented visually; shows growing ability to respond to content questions on edited cultural texts.

Reading

Demonstrates the ability to understand main ideas and facts from connected texts dealing, with immediate needs and in edited literary and cultural texts.

Shows increasing ability to comprehend material which includes standardized messages, phrases, and expressions; shows emerging ability to meet personal needs from advertisements, newspapers, signs, etc.; Able to sufficiently comprehend facts and ideas from texts containing familiar lexical, grammatical and idiomatic elements

Writing

Demonstrates the ability to write simple messages, simple letters, simple prose paragraphs related to familiar topics and themes using learned vocabulary and grammatical elements; able, to fill out forms requesting personal information

Shows increasing ability: to recognize and to self-correct errors while writing; to write short messages and simple letters; to write short compositions based on familiar material dealing with everyday routines and familiar events; to write answers to simple questions based on edited literary and cultural readings.

SPANISH OUTCOMES/EXIT REQUIREMENTS

Listening comprehension:

Students demonstrate the ability to understand high frequency situations, understand routine speech such as telephone conversations, simple announcements, radio and television reports and limited connected discourse. This comprehension is demonstrated by the ability to distill information from connected discourse such as a weather report, follow direction to a destination, follow a broadcast, take down basic information from a phone message, and the like.

Reading comprehension:

Students demonstrate the ability to understand main ideas and facts in connected texts dealing with their needs and lives, understand basic information in material intended for a Spanish speaking audience, understand the main ideas in description and narration. This comprehension is demonstrated by answering question on reading matter including such a wide range of types as advertisements, a TV program guide, a theater program, newspaper articles, short stories or excerpts, and the like.

Speaking proficiency:

Students demonstrate the ability to initiate, sustain and close a basic conversation, give basic personal information, provide basic instructions, give directions from one place to another, ask and answer questions. This proficiency is demonstrated by ability to survive in basic situations such as ordering a meal, telling how to go to a well-known spot, asking interview questions of a well-known figure, telling how to complete a simple procedure, leaving a telephone message and the like. Students' use of the language should be understandable to Spanish speakers used to dealing with foreigners.

Writing proficiency:

Students demonstrate the ability to meet practical writing needs, take notes and describe personal experiences in writing. This skill is demonstrated by writing a short note, filling out a form, completing a description of an event depicted in drawings, design a series of interview questions, and composing a longer letter which describes a situation experienced by the student.